Good Practice in Peer-Facilitated
Community Mental Health Support Groups:
a Review of the Literature
Vanessa Parmenter, Jon Fieldhouse, Kris Deering
University of the West of England, Bristol
May 2015
Contents
UWE Project Team Contact Details
p.2
Abstract
p.3
Overall Project Aim
p.4
Two inter-related inquiry processes
A Review of the Literature
The challenge of defining peer support
p.4
p.5
p.5
Approaching the Literature
p.8
Method of Review
p.9
Search Strategy
p.11
Search Terms
p.11
Inclusion and exclusion criteria
p.11
Findings
p.13
Discussion: creating a learning culture
p.26
Summary
p.28
References
p.29
Appendices
p.35
Appendix 1: Description of databases
p.35
Appendix 2: Inclusion Matrix
p.36
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UWE Project Team Contact Details

Vanessa Parmenter (Senior Lecturer)
Dept. of Allied Health Professions (Occupational Therapy)
[email protected]
Tel: +44(0)1173288869

Jon Fieldhouse (Senior Lecturer)
Dept. of Allied Health Professions (Occupational Therapy)
[email protected]
Tel: +44(0)1173288941

Kris Deering (Senior Lecturer)
Dept. of Nursing & Midwifery
[email protected]
Tel: +44(0)1173288545
Postal address for all:
c/o Faculty of Health & Applied Sciences
University of the West of England, Bristol
Glenside Campus
Stapleton
Bristol
BS16 1DD
2|Page
Abstract
Purpose
St Mungo’s Broadway, in partnership with Creativity Works and Sirona Community Health, is a
voluntary sector provider of community-based support groups for people living with mental health
problems. This partnership group commissioned the University of the West of England (UWE) to
conduct a literature review exploring peer leadership and peer involvement in community support
groups.
The review develops an understanding of how such groups support inclusion and recovery and how
they are run, and draws learning from existing good practice to inform further community group
development.
The literature review also forms the introduction to a participatory action inquiry into a range of
peer-facilitated community support hosted by St.Mungo’s in Bath and North-East Somerset, United
Kingdom.
Method
A review of published journal articles concerning peer-facilitated community support groups was
undertaken and the main themes were extracted from this body of literature.
Findings
In successful support groups peer-facilitation fosters mutually supportive, reciprocal relationships
capable of inspiring hope among group members. These processes promote recovery, social
inclusion and personal growth. Successful groups were based on principles of co-production in terms
of shared aims, negotiated agendas, clear communication, and engagement with the wider
community. Development of individuals’ roles and support for peer support workers were also
important factors. Overall, a group’s success was seen in terms of growth in members’ self-esteem,
empowerment, and optimism.
Implications/value
This review develops understanding of a rapidly growing phenomenon in community-based mental
health care and will directly inform an action inquiry-based exploration of how such groups work in
practice.
Keywords
Community groups, peer support, recovery, social inclusion.
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Overall Project Aim
St Mungo’s Broadway, in partnership with Creativity Works and Sirona Community Health,
oversee a diverse network of community groups for people affected by mental health
difficulties living in Bath and North-East Somerset (BANES), in the United Kingdom. Within
this network varying degrees and types of peer involvement in the groups have evolved.
The overall project described in this report had two aims:
i.
to develop an understanding of what was working well in terms of peer involvement
and leadership in those groups
ii.
to inform the work of St. Mungo’s Broadway and partners in further developing the
community group network and in influencing the local commissioning of such
services
Two inter-related inquiry processes
In order to meet the above aims St. Mungo’s and partners commissioned the University of
the West of England (UWE) to conduct two inter-related forms of inquiry:
1. a participatory action inquiry into the characteristics of those BANES groups
deemed to be most ‘successful’.
2. a review of the literature on peer leadership and involvement in community groups
in order to inform and complement the participatory action inquiry.
The participatory action inquiry is presented in a separate report by Parmenter and
Fieldhouse (2015, currently in press). What follows here is a report on the literature review.
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A Review of the Literature
Peer support is increasingly recognised as a feature of mental health service users’ recovery
(Slade, 2013). Repper and Carter’s (2011) literature review of seven randomised control
trials involving support groups showed that peer support was at least as effective as
professional support.
Effectiveness in terms of hard outcomes is difficult to prove because peer support is an
individual subjective experience and not easily quantifiable. However, work by Repper and
Carter (2011) and Faulkner and Kalathil (2012) indicates that peer support is felt to offer
more person-to-person care, instil hope, improve self-confidence and promote self-belief.
The Challenge of Defining Peer support
Peer (or mutual) support has become widespread within mental health services but a
precise typology is hard to create (Faulkner and Kalathil, 2012). The literature describes
various forms it can take, ranging from informal (or naturally occurring) support, to peer-led
programmes, to ‘intentional’ or ‘formal’ support where peers are employed to provide
services or support within existing services (Davidson et al., 1999). Indeed, peer support
workers are now employed in the United States, Australia, New Zealand and the UK (Repper
and Carter, 2011).
Developing a more precise typology is likely to become more important because stating how
peer support is defined and characterised can have an impact on funding (Seebohm, MunnGiddings and Brewer, 2010). Faulkner and Kalathil (2012) recognised that definition is
challenging because the contexts in which the support is offered are so multifarious, but
they have identified a number of shared characteristics associated with the term ‘peer’,
such as mutual or reciprocal support, shared experiences of mental distress and
commitment to the values and ethos underpinning peer support.
To guide its exploration of peer involvement and leadership across this diverse and rapidly
developing landscape, this review draws on the work of Slay and Stephens (2013). Their
review of co-production in mental health service provision argues that the relationship
between the service provider and the service user is crucial. They suggest that service types
5|Page
can be broadly categorised according to the extent to which services are designed and
delivered by professionals or by service users, or both. See Table 1 below.
Who designs the service?
Professionals
Professionals
Traditional
statutory services,
for example the
National Health
Service
Professionals
and People
Using Services
Professionally
designed with users
employed (or
volunteering) to
deliver an aspect of
care – eg. peer
support workers
Who
delivers the
service?
People Using
Services
Professionally
designed with users
employed or
volunteering to
deliver services
e.g. peer support
workers, Expert
patient
programmes
Professionals and
People Using
Services
People Using
Services
Co-produced
services
User led
organisation
Consumer
operated services
Table 1: Types of Mental Health Service Delivery (from Slay and Stephens, 2013)
This table should be considered in relation to St.Mungo’s ‘ladder of involvement (Box 1)
from the St.Mungo’s Client Involvement Toolkit (see mungosbroadway.org.uk), which
6|Page
identifies five degrees of service user involvement. It is used by St.Mungo’s to plan their
support for involving service users in the running of their services.
Control – Service users control decision-making at the highest level
Partnership – Service users share decisions/responsibility, influencing and determining
outcomes
Participation – Service.users can make suggestions and influence outcomes
Consultation – Service users are asked what they think but have limited influence
Information – Services users are told what is happening but have no influence.
Box 1: Degrees of Involvement (from St Mungo’s Client Involvement Tool Kit)
With these degrees of involvement in mind, and in order to contextualise and make sense of
the findings of this review, some working definitions of key concepts that emerged from it
(social inclusion, recovery, and co-production) are now provided.
Social inclusion has been defined as an individual’s participation in the key activities of the
society in which they live (Burchardt, Le Grand and Piachaud, 2002). The social inclusion
agenda (ODPM, 2004) and the recovery paradigm (Slade, 2013) have emerged as strong
drivers of mental health policy and practice in the 21st century.
Recovery is “a way of living a satisfying, hopeful, and contributing life even within the
limitations caused by illness” (Anthony, 1995, p.7).
Co-production has no single definition but key features of co-production initiatives have
been identified (SCIE, 2015) and are presented in Box 2 overleaf.
7|Page

defining people who use services as assets with skills

breaking down the barriers between people who use services and professionals

building on people’s existing capabilities

Including reciprocity (where people get something back for having done something for
others) and mutuality (people working together to pursue their shared interests)

working with peer and personal support networks alongside professional networks

facilitating services by helping organisations to become agents of change rather than just
being service providers
Box 2: Key Features of Co-production (from SCIE, 2015)
Approaching the Literature
The over-arching question behind this review was:
What works well in community groups that involve peer support workers?
Pursuing this inquiry revealed two inter-woven strands or types of literature:
1. literature exploring the impact of peer leadership, where people affected by mental
health problems (including carers) have a direct paid or unpaid role in leading a
community group or groups
2. Literature exploring the impact of active ‘participation’ and working in ‘partnership’.
It is recognised that these participatory and/or partnership roles are hard to define and will
vary according to the group context. Consequently, a broad range of search terms was used
to permit a degree of fluidity so the report could be as inclusive as possible, capturing a
range of perspectives on peer involvement and leadership. The over-arching question
(above) was broken down into the five sub-questions presented in the left-hand column of
Table 2 overleaf. The right-hand column of Table 2 summarises how the literature answers
each question, as presented more fully in the Findings section of this report (pps. 14-26)
8|Page
Q1: In a successful
group what is peer
involvement/leadership?
Q2: In a successful group
what supports
recovery?
1.1. The peer support worker role is defined flexibly but
is characterised as inspiring hope
1.2. The peer support worker role promotes mutually
supportive, reciprocal relations within the group
2.1. Principles of social inclusion and equality
2.2. Personal control and personal growth
3.1. A meaningful common aim or purpose that may or
may not focus on mental health
Q3: What helps successful
community groups
get started?
3.2. A jointly agreed agenda (between peer support
workers and members) which is flexible and open
to review
3.3. Environmental factors influence the success of
support groups
3.4. A common language, engagement in conversation
and a sharing of experiential wisdom
4.1. Accessing wider communities
Q4: What helps successful
community groups to
develop?
4.2. Opportunities for progression and transition within
and beyond the group
4.3. Assistance to peer support workers
5.1. Self-esteem
Q5: How is ‘success’ measured
in successful community
groups?
5.2. Empowerment
5.3. Optimism
Table 2: A summary of findings from the literature
Method of Review
The review has analysed and synthesised published literature derived from formal data-base
searching. It has sought to identify key themes, emerging theories, and current debates in
9|Page
order to develop an understanding of a rapidly developing aspect of community-based
mental health care.
Maintaining the inter-relatedness of both components of this overall project – that is, the
participatory action inquiry and the literature review (see p.4) – has been a paramount
concern of the UWE project team.
Participatory action inquiry is an approach to evaluating complex social phenomena. It
draws on the principles of participatory action research, which is “critical research dealing
with real-life problems, involving collaboration, dialogue, mutual learning, and producing
tangible results” (Denzin and Lincoln, 2008, p.557). It is based on the principles of social
justice (Mertens, 2007 and 2012), whereby the input of all participants is seen to have
parity.
Participatory methods were chosen because they allow the voice of those participating in
the various community groups to have an equal weight to the voices of the
St.Mungo’s/Creativity Works/Sirona hosts and the UWE inquirers and an active role in any
possible future actions arising from the project as a whole (Reason, 1994)
Accordingly, in recognition of the subjective nature of ‘support’ (which, if effective, is usually
something felt) and of the value of an authentic service user voice in describing the
characteristics of support, the review has deliberately included papers that may otherwise
have been omitted from more traditional systematic reviews. For example, experiential
testimony of positive support group provision (from a peer support worker’s perspective)
has been included (see Hodge, 2005). Similarly, preliminary searching of support group
literature revealed a preponderance of primary research conducted within statutory
services and these articles were also omitted due to there being little transferability to the
voluntary sector.
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Search Strategy
Search Terms
The search terms and synonyms in Table 3 (created by truncations designated by *) were
developed from preliminary searches of relevant literature and appropriate references lists.
These search terms were combined using the Boolean operators ‘AND’ / ‘OR’ to search the
following six databases (See also Appendix 1):
1.
2.
3.
4.
5.
6.
Assia (via ProQuest)
AMED (via EBSCO)
Cinahl (via EBSCO)
Psychinfo (via EBSCO)
Social Policy and Practice (via Ovid)
Social Services Abstracts (via ProQuest)
Concept 1
OR ‘Mental health’
And
Concept 2
And
Concept 3
Peer-led
‘Community Group*’
‘Peer leader*’
‘Support group*’
Psychiat*
Peer involve*
Group*
‘Peer support’
Recovery
User-led
‘User involve*’
‘Experts by experience’ ‘Participant-led’
‘Participant involve*’
‘Mental illness’
‘Member involve*’
Consumer-led
Client-led
‘Client involve*’
Co production
Table 3: Search Terms Used for Data Base Searching
Inclusion and Exclusion Criteria
Table 4 (overleaf) shows the inclusion / exclusion criteria that were applied to focus the
review on non-statutory (that is, voluntary sector) support groups involving peer support
workers.
11 | P a g e
Within these criteria there was a particular focus on support groups for working age adults
(18-67 years) and on groups involving those who have lived experience of mental health
difficulties. See also Appendix 2 for a matrix depicting the search method.
Inclusion
Exclusion
Rationale
Literature from 2004
to 2014 (inclusive)
Literature pre 2004
To maintain a contemporary
perspective on a rapidly
evolving aspect of practice
Non peer-reviewed papers unless
the paper discusses personal
experiences of those accessing
groups or being peer supporters.
To maximise the quality of
the literature reviewed
Peer-reviewed papers
Community-based services
Work focused on
statutory in-patient services
Literature where peers are
involved as members,
volunteers and paid workers
in community based groups
Groups run by professionals with
no clear user involvement,
or those with peer
involvement/leadership,
but in in-patient settings
Literature explicitly exploring
the phenomenon of peer
involvement/leadership
Studies of groups without peer
involvement/leadership
To maintain a focus
on the impact of peer
involvement/leadership
Literature exploring groups
where peers offer support
to others impacted by
mental health issues
Literature exploring groups
where peers are involved in
non-co-productive activities
To focus on the impact of
peer involvement/ leadership
in recovery
Literature where the focus is a
global commentary and too
unspecific to have relevance to
the question
To keep the focus on
the primary inquiry
Literature focused on
exploring what works
well in relation to peer
involvement/leadership
in mental health based
community groups
To investigate community
groups as commissioned by
St. Mungo’s and partners
To focus on the impact
of peer involvement in
community settings
Table 4: Inclusion and Exclusion Criteria Used in the Literature Search
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Findings
Searching generated 110 potential articles by scanning abstracts for relevance. In total 35
papers were selected for this literature review (See Appendix 2). This included two literature
reviews (Repper and Carter, 2011; Walker and Bryant, 2013), 11 commentaries or reflective
pieces (Alberta, Ploski, and Carlson, 2012; Bradstreet, 2006; Clifton et al., 2013; Davidson et
al., 2012); Davies, Gray and Webb, 2014; Duffield, 2009; Repper and Watson, 2012; Singer,
2011; Solomon, 2004; Swarbrick, 2013; Swarbrick, Bates and Roberts, 2009), and two case
studies (Hodge, 2005; Newton et al., 2013). The remaining literature was primary research
using qualitative methods (Berry, Hayward and Chandler, 2001; Connor and Wilson, 2006;
Kemp, 2010; Kemp and Henderson, 2012; Swarbrick and Ellis, 2009; Van Draanen et al.,
2013), a mixed methodology (Brown et al., 2008; Crepaz-Keay and Cyhlarova, 2013; Fukui et
al., 2010; Jonikas et al., 2010; Ley, Roberts and Willis, 2010; Moran, Russinova and Stepas,
2012; Rose, Fleischmann and Schofield, 2010; Swarbrick, 2009;
Swarbrick, 2009;
Tanenbaum, 2011), and quantitative methods (Salzer et al., 2013; Verhaeghe, Bracke and
Bruynooghe, 2008), including randomised control trials (Cook et al., 2012; Jonikas et al.,
2013; Pickett et al., 2012).
The articles retrieved by this method covered a number of aspects of peer-facilitated mental
health support groups, such as: exploration of different models of group, examination of the
effectiveness of specific interventions, analysis of the ‘support worker’ role, consideration of
the impact that group membership had on individual members’ mental health, and
reflection on the best ways of involving peers.
The articles reviewed were examined closely in terms of how they answered the five key
questions presented in Table 4 (p.12). What now follows (on pps. 14-27) is some reflection
on the significance of the findings in relation to those five questions – that is, as a response
to each question – in order to develop an understanding of how the literature has
addressed the over-arching question presented on page 8.
13 | P a g e
Question 1: In a successful group what is peer involvement/ leadership?
1.1 The peer support worker role is defined flexibly but is characterised as inspiring hope
Despite the growing body of literature on peer support there is no consensus on a definition
for the peer support worker role, as noted by Faulkner et al. (2013). For example, the terms
peer mentor, peer worker or peer lead are all used (Repper and Watson, 2012).
However, naming such roles is seen to be important in creating a sense of achievement and
purpose in successful support groups (Singer, 2011). This report uses the term peer support
worker throughout (Repper and Watson, 2012).
An important aspect of the peer support worker was assisting group members to develop
their social identity (Newton et al, 2013). This process could begin with the peer support
worker having a shared ‘service user’ identity with the group member or having had similar
experiences of assisting someone with mental health difficulties as a non-professional
(Faulkner and Kalathil, 2011). The key outcome was the instillation of hope (Davies et al.,
2014). This was generally achieved by the peer support worker assisting the group member
to extend their range of social activities (Clifton et al., 2013) rather than purely learning
ways to reduce distress associated with the symptoms of a particular mental health problem
(Hodge, 2005).
1.2 The peer support worker role promotes mutually supportive, reciprocal relations
within the group
Peer support work is characterised by mutuality (Swarbrick and Ellis, 2009) which is an
attunement to, and responsiveness to, a person or group regarding their subjective frame of
reference of being a service user (Solomon, 2004). Reciprocity was also a recurring quality,
described as the exchange of mutually beneficial knowledge and/or accounts of personal
experience (Repper and Carter, 2011).
This focus on mutuality and reciprocity suggests that a sense of equality in the relationship
between the giver and receiver of support is important (Repper and Watson, 2012). This is
seen to be distinct from support provided by statutory services where a clinician may
request information from a service user without sharing their own personal narratives
14 | P a g e
(Korsbek, 2013). However this ‘equal’ relationship was seen to exist on a spectrum ranging
from structured and boundaried relationships (which defined the support offered) to those
relationships that seemed more like friendships (Bradstreet, 2006; Bradstreet and Pratt,
2010; Kemp and Henderson, 2012; Alberta et al., 2012).
A number of issues were raised through consideration of relationships at different points
along this spectrum. For example, where a peer support worker had a specifically
therapeutic remit there might be a clearer understanding between them and other group
members about the purpose of the relationship and thus concerning issues of confidentiality
(Duffield, 2009). In contrast, this clarity might be absent in relationships that leaned more
towards friendship but a sense of camaraderie and affiliation might better assist the social
integration and personal growth of the group member (Alberta et al., 2012).
Above all, the majority of the articles indicated that reciprocity underpinned the sharing of
experience and the building of viable collaborative relationships (Crepaz-Keay and
Cyhlarova, 2012; Newton et al., 2013; Swarbrick, 2013). However, a significant cluster of
articles focused less on such relationships and more on the dissemination of selfmanagement techniques, presenting the benefits of this for individual service users (Fukui et
al., 2010; Jonikas et al., 2013).
Having outlined the diverse range of peer support worker roles, the following quotation
from Mead (2003) is offered because it encapsulates the findings as a whole in terms of
describing how a peer support worker role can support a successful community group;
“Peer support is a system of giving and receiving help founded on key principles of
respect, shared responsibility, and mutual agreement of what is helpful. Peer support is
not based on psychiatric models and diagnostic criteria. It is about understanding
another’s situation empathically through the shared experience of emotional and
psychological pain. When people find affiliation with others whom they feel are “like”
them, they feel a connection. This connection, or affiliation, is a deep, holistic
understanding based on mutual experience where people are able to “be” with each
other without the constraints of traditional (expert/patient) relationships. Further, as
trust in the relationship builds, both people are able to respectfully challenge each
other when they find themselves re-enacting old roles. This allows members of the peer
15 | P a g e
community to try out new behaviours with one another and move beyond previously
held self-concepts built on disability, diagnosis, and trauma worldview.”
(Mead, 2003, p. 1)
Question 2: In a successful group what supports recovery?
There is much debate about the definition of recovery given its multi-faceted nature
(Pilgrim, 2011). This has meant that different articles have placed comparatively different
emphases on the extent to which a community group’s focus is recovery or social inclusion.
2.1 Principles of social inclusion and equality
Some articles suggested social inclusion is a principle of recovery, and would therefore be a
group’s overall goal (Clifton et al., 2013; Repper and Watson, 2012). Social inclusion within
community groups is characterised as all participants having equal opportunity to be
included in aspects of facilitating the group (Clifton et al., 2013). This meant that all
members felt valued and respected as individuals (Singer, 2011) and that, overall, there was
a focus on collaboratively addressing the day-to-day challenges of living with a mental
health problem (Clifton et al., 2013) and to build on positive experiences of this learning
(Rose, Fleischmann and Schofield, 2009).
2.2 Personal control and personal growth
Most of the articles regarded social inclusion as the continuation of a personal growth
process and saw this growth as the goal (Alberta, Ploski and Carlson, 2012; Clifton et al.,
2013; Davies, Gray and Webb, 2014; Kemp and Henderson, 2012; Repper and Carter, 2011;
Rose, Fleischmann and Schofield, 2010; Singer, 2011; Tanebaum, 2011; Verhaeghe, Bracke
and Bruynooghe, 2008).
However, when looking at successful support groups, the two issues – recovery and social
inclusion – are woven together in the way they each assisted individuals to have equality of
access to meaningful economic, social and cultural relevant activities and supported them in
16 | P a g e
developing a sense of personal control over their life, promoting hope and cultivating
personal identity (Brown et al., 2008; Clifton et al., 2013).
Question 3: What helps successful groups get started?
3.1 A meaningful common aim or purpose that may or may not focus on mental health
A key characteristic of successful community groups is collective action (Faulkner et al.,
2013; Swarbrick, Bates and Roberts, 2009). This is when people come together with a
common aim or purpose and with a shared or mutually understood perspective of the world
(Clifton et al., 2013; Crepaz-Keay and Cyhlarova, 2012; Kuo, 2013).
Cook et al. (2012) and Fukui et al. (2010) suggested that this might be achieved through the
creation of structured groups focusing on recovery principles and starting with the aim of
either understanding psychiatric symptoms or reducing the distress associated with them.
These learning processes appeared to relate to self-management, with various degrees of
specialisation. For example, some groups focused on medication management (Cook et al.,
2012), while others acquired more profound spiritual understanding of personal recovery
(Straughan and Buckenham, 2006). However, whilst this learning may have been supportive
of personal recovery and/or social inclusion and an expansion of individuals’ life choices
(Cook et al., 2012; Fukui et al., 2010; Pickett et al., 2012), there was little evidence that this
personal process assisted community groups to work better overall.
A successful community group was meaningful to all its participants (Van Draanen et al.,
2013). Usually this sprang from a shared experience of living with mental health difficulties
(Berry, Hayward and Chandler,2011); be that as a current service user (Singer, 2011), a
former service user (Repper and Watson, 2012), a carer (Davidson et al., 2012), or as a
family member or friend of a service user (Alberta, Ploski and Carlson, 2012, Moran,
Russinova and Stepas, 2012).
‘Success’ could have different connotations for individuals, ranging from learning how to
gain more from statutory services (such as being signposted towards therapy services)
(Jonikas et al., 2013), to getting support for self-advocacy (Pickett et al., 2012), to
17 | P a g e
developing the confidence for activism (Van Draanen et al., 2013), which might begin from a
standpoint of dissatisfaction with statutory care (Rose, Fleischmann and Schofield, 2010).
This could involve working with statutory services to develop provision, assisting service
users to access care, or informing the public about resourcing (Davies et al., 2014; Solomon,
2004; Tanenbaum, 2011).
Davies, Gray and Webb, (2014) considered equality of involvement in a group as an issue of
social justice. More widely, the importance of non-hierarchical processes (compared with
the asymmetrical service provider/service user dynamic associated with statutory services)
was emphasised, whereby all views and opinions could be equally respected (Dunfield,
2009; Hodge, 2005; Verhaeghe, Bracke and Bruynooghe, 2008). However, Kemp (2010)
argued that for some particular cultural groups there may be less of a wish to socialise with
others due to mistrust and/or the experience of discrimination. Indeed, cultural awareness
on the part of peer support workers was noted as an important aspect of successful group
facilitation by Jonikas et al. (2010) and Newton et al. (2013), particularly where the social
exclusion associated with living with mental health problems was compounded by other
societal prejudices such as racism (Kemp and Henderson, 2010; Ley, Roberts and Willis,
2010; Verhaeghe, Bracke and Bruynooghe, 2008).
Given the overall prime motivation of wanting to engage with a supportive social milieu
(Moran, Russinova and Stepas, 2012), service users’ participation in community groups took
many different forms such as vocational activities to improve employment possibilities
(Swarbrick, 2009a; Swarbrick, Bates and Roberts, 2009), leisure activities (Fukui et al., 2010),
participation in sporting activities (Clifton et al., 2013), going on trips (Swarbrick, 2009b),
and sharing hobbies and artistic expression such as painting, writing and performance art
(Brown, et al., 2008, Clifton, et al., 2013, Swarbrick, 2013).
3.2 A jointly agreed agenda (between peer support workers and members) which is
flexible and open to review
Successful community groups are characterised by co-production (Solomon, 2004) whereby
group members and peer support workers jointly agree the agenda for how support is
provided (Clifton et al., 2013).
18 | P a g e
In the reviewed literature co-production negotiations occurred in relation to ground rules
for maintaining individuals’ dignity, for example (Crepaz-Keay and Cyhlarova, 2012), for
establishing roles and operational policies regarding confidentiality (Connor and Wilson,
2006), and for discussion about risk management and the nature of the support offered
(Kemp and Henderson, 2012). Sometimes, however, there was a more laissez-faire approach
which allowed ideas to emerge over time (Alberta, Ploski and Carlson, 2012). Also, in some
groups not all group members liked the expectation that they should become involved in
such planning, though generally they wanted to retain the flexibility to become involved if
they chose to in their own time (Rose, Fleischmann and Schofield, 2010).
Sharing information is an important issue in community groups (Moran, Russinova and
Stepas, 2012) and various methods are discussed including the use of information
technology and regular open discussion forums. Attention to this need is seen to promote
cohesiveness, consistency and understanding, all of which contribute towards a community
group’s success (Davies, Gray and Webb 2014; Kemp and Henderson, 2012).
Several articles highlighted the importance of training for peer support workers (Newton et
al., 2013; Salzer et al., 2013), particularly in terms of developing their ability to demonstrate
empathy with service users on the basis of a shared experience of living with mental health
problems (Brown et al., 2008; Repper and Carter, 2011). Other papers showed that learning
particular recovery-orientated interventions – such as Wellness Recovery Action Planning
(WRAP) (Copeland, 1995; Jonikas et al., 2013) or the BRIDGES programme (Cook et al., 2012)
– can be useful as part of a pragmatic, assisted self-management approach.
Other important abilities to develop included cultural awareness (Jonikas et al., 2010),
problem solving (Cook et al., 2012; Pickett et al., 2012), coaching and looking after oneself
(Davidson et al., 2012; Duffield, 2009; Singer, 2011; Swarbrick, 2013; Walker and Bryant,
2013). This latter issue acknowledged the stress placed on peer support workers of adopting
a care provider role. This will be discussed further when considering the literature regarding
support for peer support workers.
Peer support workers feeling part of a peer support team was seen as an important aspect
of a group’s success (Moran, Russinova and Stepas, 2012; Salzer et al., 2013; Swarbrick,
2013, Van Draanen et al., 2013). There was also a suggestion that peer support workers
19 | P a g e
could have a more formal induction into the role (including certification and an information
booklet), which would help to build their confidence (Clifton et al., 2013; Repper and
Watson, 2012; Salzer et al., 2013). Other articles discussed further developing peer support
roles through co-production of employment specifications (Davidson et al., 2012) such as
sickness policies and financial benefits for peer support workers (Davidson et al., 2012;
Singer, 2011). There was also consideration of a comprehensive interview process to select
peer support workers which would establish, for example, applicants’ awareness of social
inclusion issues (Clifton et al., 2013, Repper and Watson, 2012). Other desirable credentials
included personal experience of mental health problems, experience of community group
facilitation (Repper and Watson, 2012) and awareness of societal issues that added to the
stress of living with mental health problems (Kemp, 2010).
The benefits of retaining experienced peer support workers who understood the
multifaceted nature of supporting people within a community group were acknowledged
(Repper and Carter, 2011; Walker and Bryant, 2013). Additionally, Bradstreet (2006) argued
a case for career development for such peer support workers, which may lead to a change in
how their leadership role is defined (Faulkner and Kalathil, 2012). For example, some
articles referred to peer leads (Moran, Russinova and Stepas, 2012; Rose, Fleischmann and
Schofield, 2010) and there was recognition of the need for further training for such positions
(Newton et al., 2013; Van Draanen et al., 2013). However, there was also a contrasting
perspective that such positions should be developed through experiential learning over time
(Pickett et al., 2012; Swarbrick, 2013). Alberta, Ploski and Carlson (2012) raised a concern
that peer support workers remaining in a leadership position for too long might limit
development opportunities for other people and impede equality in the group.
There was also acknowledgement that successful community groups owed their success to
input from members who did not want to commit to a specific ‘leadership’ role (Bradstreet,
2006) but preferred to help in an ad hoc way such as by engaging people in conversation,
helping people with travel, cooking skills or budgeting, and by helping to provide
refreshments (such as by making drinks) at group meetings (Davidson et al., 2012; Newton
et al., 2013).
20 | P a g e
Understanding the needs of the community or population that a group sought to support
was an important factor in a group’s success. Although this ‘community’ may, arguably, be
defined by its members’ use of statutory services (Walker and Bryant, 2013), it was noted
that not everyone will want to meet with other people. Some research suggested
demographic analysis as a prelude to offering support (Cook et al., 2012; Repper and
Watson, 2012), while other articles recommended using community leaders who were
attuned to the specific needs of a locality in order to establish relationships and determine
local need (Ley, Roberts and Willis, 2010; Verhaeghe, Bracke and Bruynooghe, 2008).
3.3 Environmental factors influence the success of support groups
Unsurprisingly, the location of a support group was a contributory factor in its success,
particularly its proximity to public transport and other amenities, and its accessibility for
those with physical disabilities (Swarbrick, Bates and Roberts, 2009; Van Draanen et al.,
2013).
A number of articles examining environmental factors (Moran, Russinova and Stepas, 2012;
Swarbrick, 2009; Swarbrick and Ellis, 2009) indicated that successful support groups
required areas for communal activity (with seating and furniture arranged to promote
conversation) and appropriate equipment and furniture to support specific activities
(Moran, Russinova and Stepas, 2012). It was also shown that private space for confidential
support was important (Swarbrick and Ellis, 2009). Clifton et al. (2013) highlighted that
where an environment is designed through a co-production approach (for example, with
group members and peer support workers decorating the premises together) this can
promote inclusiveness in many ways such as by including culturally specific murals or by
allowing group members to contribute their own do-it-yourself skills (Clifton et al., 2013).
3.4 A common language, engagement in conversation and a sharing of experiential
wisdom
Duffield (2009) highlighted the importance of using simple, de-jargonsied language within
community groups. It was also acknowledged that certain words can have different
connotations across different communities and/or cultural groups (Hodge, 2005; Moran,
Russinova and Stepas, 2012; Rose, Fleischmann and Schofield, 2010) such as in street slang,
21 | P a g e
for example. Additionally, the power dynamics of communication should be taken into
account, particularly in relation to how information is shared (Hodge, 2005; Duffield, 2009).
Poor sharing of information was linked to poorly planned community groups (Berry,
Hayward and Chandler, 2011, Duffield, 2009; Kemp and Henderson, 2012). In short, the
sharing of knowledge increased collective understanding of what was occurring within a
group and this supported successful functioning (Clifton et al., 2013).
Question 4: What helps successful groups develop?
The majority of the findings regarding what helps groups to get started are equally
applicable to groups’ successful continuation and development. ‘Development’ in this
context means becoming sustainable over time. This may require adaptation in relation to
the ever changing socio-political climate regarding mental health provision but also in
relation to deepening understandings of what is experienced as supportive, particularly as
the demographics of those accessing groups may change overtime (Clifton et al., 2013;
Swarbrick, Bates and Roberts, 2009).
4.1 Accessing wider communities enables groups to develop
Kemp (2010) and Ley, Roberts and Willis (2010) have discussed the need to engage with
wider, non-mental health-orientated communities; that is, going beyond the immediate
boundaries of the community group itself. This was summarised as a process of networking
with other statutory or voluntary organisations. For example, the benefits of attending
public forum meetings about developing a city’s artistic expression – such as through
carnivals, public street art, or other artistic performances – enabled a community group to
work with new partners (Clifton et al., 2013; Kemp, 2010; Kemp and Henderson, 2012). The
ability to communicate with potential partners while respecting the confidentiality of
community group members was the key to success (Clifton et al., 2013; Van Draanen et al.,
2013; Repper and Carter, 2011).
22 | P a g e
Networking in this way could increase a group’s sustainability in several ways, such as by
increasing public awareness and support for the group (Kemp, 2005; Verhaeghe, Bracke and
Bruynooghe, 2008), through co-production between community group members and other
communities creating opportunities for social inclusion of group members (Clifton et al.,
2013; Connor and Wilson, 2006). Again, this partnership working worked best when based
on shared interests rather than on mental health problems as such (Hodge, 2005).
4.2) Opportunities for progression and transition within and beyond the group can assist
sustainability
Bradstreet (2006), Bradstreet and Pratt (2010), Newton et al. (2013), and Van Draanen
(2013) considered transitional opportunities for community group members to increase the
cohesiveness within a community group. They suggested a cyclical process whereby new
participants (who may initially join primarily for their own support) later have the
opportunity to become more involved as a peer support worker. However it was unclear
how this process would work when there were already people holding such positions.
Bradstreet and Pratt (2010) suggested there may be a new role beyond the immediate
group for those who have been peer support workers for a time, or those individuals may be
assisted with employment opportunities (Repper and Carter, 2011; Singer, 2011; Solomon,
2004). This would create opportunities for new members to become peer support workers
(Solomon 2004), and also present the peer support worker role itself as a potential step
towards social inclusion (Clifton et al., 2013; Repper and Watson, 2011).
4.3) Assisting peer support workers supports the development of a group
Davidson et al. (2012), Duffield (2009), Repper and Watson (2012), Singer (2011), and
Walker and Bryant (2013) considered the kind of assistance required by peer support
workers themselves. For example, supervision was seen as a way to support someone face
the challenges of working within a community group, to maximise their learning, and to
build their confidence (Repper and Watson, 2012; Singer, 2011). Generally, the focus of the
supervision was the peer support worker’s own personal growth and their capacity to assist
23 | P a g e
others (Davidson et al., 2012, Singer, 2011; Swarbrick, 2013) rather than management
issues.
Other supportive features included having opportunities for timely, ad hoc discussions to
address the day-to-day emotional challenges associated with helping others (Duffield, 2009;
Singer, 2011), particularly where that helping role evoked the peer support worker’s
memories of their own mental distress (Singer, 2011). Indeed, Rose, Fleischmann and
Schofield (2010) suggested that being a peer support worker involved modelling ways of
accepting support and that witnessing this may empower group members to also seek
support when it was required.
As noted earlier (in section 3.2 on p.18), regarding agreements and policies, several articles
highlighted the need to appreciate peer support workers’ vulnerability to a relapse of their
own mental health problems (Davidson et al., 2012; Singer, 2011) and the importance of
supporting that person’s recovery and return to the role when they felt able to do so
(Singer, 2011; Kemp and Henderson, 2012). Singer (2011) discussed the supportiveness of
regular visits while the person was in hospital and/or recovering at home. There was also
recognition of the need to reduce the anxiety of the peer support worker regarding any
expectation they might feel to complete tasks when relapsing (Singer, 2011; Ley, Roberts
and Willis, 2010; Walker and Bryant, 2013) and to ensure group members were kept
informed if someone was absent (Singer, 2011).
5) How is success measured in community groups?
This literature review found various methods for evaluating groups. Co-production of
measures (including input from the host organisation, its peer support workers and group
members) was seen as a way of gauging a group’s development in a relevant and
meaningful way for all (Clifton et al., 2013; Davidson et al., 2012; Singer, 2011; Solomon,
2004). Some authors suggested using standardised outcome measures also to maximise
rigour, which may be an important consideration (Brown et al., 2008; Cook et al., 2012;
Fukui et al., 2010; Jonikas et al., 2010; Pickett et al., 2012; Swarbrick, 2009).
24 | P a g e
5.1) Measurement of self-esteem
A recurring phenomenon as a focus for group evaluation was group members’ self-esteem,
based on the premise that this was enhanced by engagement in more socially inclusive
activities and – hence – was a proxy indicator of an effective support group (Fukui et al.,
2010; Newton et al., 2013; Verhaeghe, Bracke and Bruynooghe, 2008). There was
widespread use of the Rosenberg (1965) Self-Esteem Scale to this end. For this tool to work
effectively, however, baseline measures would need to be taken of all those involved due to
multiple variables such as age, ethnicity, education, employment and relationship status
(Sinclair et al., 2010).
5.2) Measurement of empowerment
Another outcome measure, described by Jonikas et al. (2010) and Picket et al. (2012), was
Rogers et al.’s (1997) Empowerment Scale, which enabled measurement of the outcomes
recommended by several authors cited in this review, such as individuals’ activism, their
sense of empowerment and their optimism.
5.3) Measurement of optimism and hope
Cook et al. (2012) and Jonikas et al. (2013) also considered measures of optimism and hope,
particularly Snyder’s (1995) State of Hope Scale which offers a brief self-report measure of
on-going goal-directed thinking based on an individual’s sense of personal agency – that is,
their belief in their own capacity to initiate and persevere with actions in adverse
conditions.
Other outcome measures considered included Ryff and Singer’s (2006) Psychological WellBeing Scale and the Recovery Assessment Scale (Giffort et al., 1995), both observed by
Moran, Russinova and Stepas (2012), for example. The majority of mixed methodology or
quantitative research papers highlighted the importance of measuring psychiatric symptoms
using Derogatis’ (1993) Brief Symptom Inventory (Cook et al., 2012; Jonikas et al., 2013;
Verhaeghe, Bracke and Bruynooghe, 2008). However using such an instrument may depend
25 | P a g e
on how a support group wishes to demonstrate success overtime because, as this review
has highlighted, ‘success’ is not generally considered in terms of symptom alleviation.
Discussion: creating a learning culture
As a conceptual framework for further discussion of the qualities of successful peerfacilitated community groups this review uses certain principles of learning organisations
(see Small and Irvine, 2006 and Skok, 2013) on the basis that successful organisations and
successful community groups are characterised by a culture of ongoing learning and
adaptation, and by a collective commitment and shared vision across all stakeholders. It can
be argued, therefore, that the essence of a successful community group using peer support
workers is the development of its culture to become a learning culture (Cooper, 2014).
Mission statement
emphasising partnership
Facilitative leadership
Training for all stake holders
Co-production
Flexibility and scope to try
out different roles
Career development
Employment assistance
1. Culture of
learning
4. Culture of support
and supervision
Open meetings to
discuss group progression
Sharing knowledge through
different media
Regular supervision and
support
2. Culture of
continual
development
Networking and sharing
knowledge with
other communities
3. Culture of clear
communication Transparency of information
and clear expression shared
vision
Defining roles for peer
support workers
Induction, info booklets for
new participants and
those in support roles
Fig 1: Four elements of a learning organisational culture present in successful peerfacilitated community support groups (from Milway and Saxton 2011)
26 | P a g e
Accordingly, aspects of the organisational culture (Büschgens, Bausche and Balkin 2013) of
peer-facilitated community groups which foster mutual learning are highlighted here. They
include the accessibility of the group’s premises and location (Moran, Russinova and Stepas,
2012; Swarbrick and Ellis, 2009; Swarbrick, Bates and Roberts, 2009; Van Draanen et al.,
2013), the training and support given to peer support workers (Repper and Watson, 2012;
Singer, 2011; Swarbrick, 2013), challenging asymmetrical power dynamics (Hodge, 2005;
Dunfield, 2009), using straightforward language (Dunfield, 2009), transparency in
information-sharing (Morgan et al., 2012), maintaining habits of communication focused on
shared inquiry rather than being instructional (Duffield, 2009; Hodge, 2005; Verhaeghe,
Bracke and Bruynooghe, 2008) and – perhaps most pertinently – collective adaptation to
promote sustainability.
This focus on learning and adaptation underlines the suitability of action learning as a
methodology for further developing the network of peer-facilitated groups hosted by St.
Mungo’s Broadway and partners, as indicated on page 4. The appreciative inquiry approach
(Cooperrider and Whitney, 2005) adopted by the UWE project team focuses specifically on
adaptive potential by exploring, in ‘the thick of the action’, what makes human social and
organisational systems operate at their best and works on the premise that dialogue about
strengths is a transformational process for the groups that engage in it. The emphasis on
collective commitment across all stakeholders in a learning organisational culture also
reflects the ethos of co-production that has emerged strongly as a feature of successful
community groups in this literature review.
Figure 1 (on p.26), adapted from Milway and Saxton (2011), summarises some of the main
points established in this review and their relevance to the four elements of a learning
organisational culture.
27 | P a g e
Summary
The findings of this review indicate that, whilst successful community groups have diverse
characteristics, a common feature of successful groups is a culture of close partnershipworking between a host organisation, peer support workers and the members themselves.
Other specific components of good organisational development include, for example,
aspects of recruitment, training, peer certification and supervision for peer support workers.
An over-arching theme regarding individuals’ engagement with such groups was the
benefits of being with, and doing things with, other people with whom there was a sense of
affiliation. This connection was not necessarily expressed through overt, explicit discussion
of mental health difficulties as such but primarily through shared interests and activities, or
simply through a willingness to engage with each other socially.
The population accessing support groups was also considered. There was broad
acknowledgement that stigma and exclusion were challenges facing a wider range of people
than simply those with a mental health problem. Additionally, there was recognition of the
need for greater awareness of the needs of people from distinct and diverse cultural
backgrounds who might access support groups.
Overall, successful support groups focused on group members’ social identity beyond that
of ‘service user’ and beyond diagnostic frameworks.
28 | P a g e
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Swarbrick, M. and Ellis, J. (2009) Peer-operated self-help centers. Occupational Therapy in
Mental Health. 25 (3-4) pp. 239-51.
Swarbrick, M., Bates, F. and Roberts, M. (2009) Peer Employment Support (PES): a model
created through collaboration between a peer-operated service and university.
Occupational Therapy in Mental Health. 25(3-4) pp. 325-34.
Tanenbaum, S. (2011) Characteristics associated with organizational independence in
consumer-operated service organizations. Psychiatric Rehabilitation Journal. 34(3) pp. 24851.
Van Draanen, J., Jeyaratnam, J., O’Campo, P., Hwang, S., Harriott, D., Koo, M. and
Stergiopoulos, V. (2013) Meaningful inclusion of consumers in research and service delivery.
Psychiatric Rehabilitation Journal. 36(3) pp. 180-186.
Verhaeghe, M., Bracke, P. and Bruynooghe, K. (2008) Stigmatization and self-esteem of
persons in recovery from mental illness: the role of peer support. International Journal of
Social Psychiatry. 54 (3) pp. 206-18.
Walker, G. and Bryant, W. (2013) Peer support in adult mental health services: A metasynthesis of qualitative findings. Psychiatric Rehabilitation Journal, 36(1) pp. 28-34
34 | P a g e
Appendices
Appendix 1: Description of Data Bases
Databases were searched via the UWE Library Services and were selected to cover a wide
range of published articles in the field of mental health and social care, complimentary
health and social policy.
1.
2.
Data base
Assia (via
proquest)
AMED (via
Ebsco)
3.
Cinahl (via
Ebsco)
4.
PsychINFO
(via Ebsco)
5.
Social
Policy and
Practice
(via Ovid)
6.
Social
Services
Abstracts
(via
Proquest)
Description (UWE 2015)
ASSIA contains worldwide English language coverage of journal articles, conference
papers and book reviews in the fields of applied social sciences and health.
AMED is a unique bibliographic database produced by the Health Care Information
Service of the British Library. It covers a selection of journals in 3 main subject
areas: complementary medicine; palliative care; and professions allied to medicine.
CINAHL® Plus covers more than 4,500 journals from the fields of nursing and allied
health. Offering complete coverage of English-language nursing journals and
publications from the National League for Nursing and the American Nurses'
Association, CINAHL Plus covers nursing, biomedicine, health sciences librarianship,
alternative/complementary medicine, consumer health and 17 allied health
disciplines. It is produced in the US but has worldwide coverage.
The American Psychological Association's PsycINFO® database is the
comprehensive international bibliographic database of psychology. It contains
citations and summaries of peer-reviewed journal articles, book chapters, books,
dissertations, and technical reports, all in the field of psychology and the
psychological aspects of related disciplines, such as medicine, psychiatry, nursing,
etc. Journal coverage, spanning 1806 to present. Over 80,000 records are added
annually through weekly updates. More than 36 million references in over 870,000
journal articles, books, and book chapters; retrospective to 2001 and earlier, where
available; more than 3.2 million references from 1920 to 2000.
Social Policy and Practice brings together data from 5 databases. The majority of
the material originates from the UK but there is also European and US material.
Some 50% of the references are to grey literature, including semi-published
reports, working papers, local and central government reports, and material from
the voluntary sector and charities. Databases included: Planex from IDOX;
Acompline from the Greater London Authority; Social Care Online from the Social
Care Institute for Excellence; AgeInfo - from the Centre for Policy on Ageing;
ChildData from the National Children’s Bureau. It contains over 300,000
bibliographic records dating back to 1981, with approximately 24,000 added per
annum. Subjects covered include: Behavioral & Social Sciences; Social Work; Public
Health.
SA Social Services Abstracts provides bibliographic coverage of current research
focused on social work, human services, and related areas, including social welfare,
social policy, and community development. The database abstracts and indexes
over 1,300+ serials publications and includes abstracts of journal articles and
dissertations, and citations to book reviews. Coverage dates back to 1979 and it
includes over 147,000 records as of December 2010
35 | P a g e
Appendix 2: Inclusion Matrix
1. Articles exploring different models of group functioning: included papers
Article
Research
Measurements
Themes
Why included
Brown, L., Shepherd, M., Merkle, E.,
Wituk, S. and Meissen, G. (2008)
Understanding how participation in a
consumer-run organisation relates to
recovery. American Journal of
Community Psychology 42 167-178
Bradstreet. S. (2006) Harnessing the
'lived experience': formalising peer
support approaches to promote
recovery. Mental Health Review. 11 (2)
pp33-7.
Repper, J. and Watson, E. (2012) A year
of peer support in Nottingham: lessons
learned. The Journal of Mental Health
Training, Education, and Practice. 7(2)
pp70-78.
Self-defined, mixed methodology, inter
comparability by splitting statistical
analysis into 3 subject groups within each
3 groups are compared and contrasted for
rigour. Tools used were adapted to suite
need.
Commentary
Empowerment scale (Segal et al.
1995), Group Support and Mutual
Learning Scale, Intimacy and
Sharing Scale (Mowbray and Tan
1993)
Self-help, social support, collective exercise, peer led,
leadership, ground rules, problem solving through
empowerment of hearing narratives of lived experience
from peers
Though it’s from the US, the aspect of social
support is universal in western society; in
addition this project is not about creating parity
on sample size as noted in meta-analysis.
N/A
Need mental health experience, training, accreditation,
structure and education required.
Included due to commentary transferability to
the UK
Commentary/reflective
N/A
Very informative on process of setting up peer
support hence used though within statuary
services.
Solomon, P. (2004). Peer support/peer
provided services underlying processes,
benefits and critical ingredients.
Psychiatric Rehabilitation Journal. 27(4),
392–401.
Commentary
N/A
Structure (a description of resources, administration and
culture – and the changes in these structures as the
project progressed), process (a description of the way the
intervention – i.e. the peers – was introduced), and
outcome (the perceived impact of the process and the
extent to which project goals were achieved).
Induction needs to be thorough and flexible, peer role
modelling on recovery. Training and education,
acceptance of challenges and processes not working as
thorough as planned.
Social support consisting of emotional and advice
through personal experience. Needs awareness of
statuary service provider as an issue is its accessibility
with those distressed within community, or those
wishing to leave while in hospital.
Swarbrick, M. and Ellis, J. (2009) Peeroperated self-help centers. Occupational
Therapy in Mental Health. 25 (3-4)
pp239-51.
Participatory Action Research process to
demonstrate development
Cost of service, measure of process, flexibility in
leadership, strength model
Themes are transcontinental using the same
principled research process. Guidance clear on
setting up self-help centre is vital to question.
Tanenbaum. S. (2011) Characteristics
associated with organizational
independence in consumer-operated
service organizations. Psychiatric
Rehabilitation Journal. 34(3) pp248-51.
Statistical Survey Method
Research:
•
Small sample group appearing
convenience to geography creates issues
of external validity to US population let
alone the UK
•
Cultural variants on service
delivery means poor transferability
•
Poor probability on some
noted outcomes, appears not to observe
null hypothesis on these occasions
Flexibility of not being under control of state, more use
not being under state, themes do require further UK
investigation on comparable services.
If the study was systematic, this would not be
included due to issues of rigour; however some
of the themes may assist further investigation.
Additionally the themes of flexibility increasing
when funding is not under state control is
relevant to the UK, for arguably the
administration of monies is slower than being
independent and trust maybe increased if
service users recognise it to be a separate entity
from state controlled services.
Qualitative
Survey
Though from the US, relevancy and themes are
crossing between geographical locations (UK and
US)
36 | P a g e
2. Articles exploring the effectiveness of specific interventions harnessed: included papers
Article
Research
Measurements
Themes
Why included
Cook, J., Steigman, P., Pickett, S., Diehl, S.,
Fox, A., Shipley, P., Macfarlane, R., Grey,
D. and Burke-Miller, J. (2012) Randomized
controlled trial of peer-led recovery
education using Building Recovery of
Individual Dreams and Goals through
Education and Support (BRIDGES).
Schizophrenia Research. 136 (1-3): 36-42.
RCT
Single blind: Possible research bias on facts
but sample was randomised
Control and treatment group had
probability significant numbers
Possibly statuary funding bias
Led by peers, allowance for discussion that may be
perceived anecdotal, increase in social networking,
self-management may lead to less need to
statuary services, which are arguably increasing
such management to promote efficiency. Research
needs facilitation of service users for arguable
mutuality.
Study appears robust, though it’s appreciated
this is not systematic, important interventions
were facilitated and measured by peers with
support.
Crepaz-Keay. D and Cyhlarova. E. (2012) A
new self-management intervention for
people with severe psychiatric diagnoses.
The Journal of Mental Health Training,
education and Practice. 7 (2) pp. 89-93.
No salient points as not completed
Recovery Assessment Scale (RAS) (Giffort
et al., 1995) for self-perceived recovery,
State Hope Scale (SHS) (Snyder et al.,
1991) for hope, Brief Symptom Inventory
(BSI) (Piersma et al., 1994) (may lack
validity for the purpose of this question,
but may demonstrate change in
depressive symptoms, feeling lonely has
relevance).
Constructed questionnaire (no details)
and 2 days of consultation (not
described)
Generalizable in as far it being a UK sample
group, common theme of self-management
and socially valuable.
Fukui, S., Davidson, L. J., Holter, M. C., &
Rapp, C. A. (2010). Pathways to Recovery
(PTR): Impact of peer-led group
participation on mental health recovery
outcomes. Psychiatric Rehabilitation
Journal. 34(1) pp42–48.
A single-group pre-test-post-test research
design was applied. Statistical by the
baseline of outcome measures before and
after, convenience sample, no external
validity.
Social occasion. Peer led group facilitation
originating from the original project, ground rules,
mission, and self-management with goal setting.
Not completed in isolation and is interactive in
sharing with other community projects. Problem is
its accessibility appears diagnoses led when under
statuary services.
Strength Model, personalisation and ownership,
not structured like WRAP, socially supportive,
based within community support.
Jonikas. J, Kiosk. S, Grey. D, Hamilton. M,
McNulty. J and Cook. J. (2010) Cultural
Competency in Peer-Run Programs:
Results of a Web Survey and Implications
for Future Practice. Psychiatric
Rehabilitation Journal. 34 (2) pp121-9.
Mixed methods
Needs cultural competence: discouragement of
the sharing of personal problems outside of one’s
family, lack of linguistic competence in many
mental health settings, and enduring lack of
diversity in the mental health workforce.
Aspects for competency is training of peers,
accessibility for diverse groups language, cultural
relativity within ethical boundaries of UK societies,
for example some aspects of cultural difference
cannot be condoned such as genital mutilation etc.
Creation of a manual and tool box for training was
made, but not clear on items, however such a tool
would need to consider demographic
transferability between areas of Bristol let alone
differences in cities and UK regions.
Though this study appeared led by statutory
services, it considered peer led groups of a
self-help variety, what is not clear if it is selfhelp that is the issue of cultural variance, for
example collectivism Vs Individualism. The
former are less keen for self-help and the
latter are. However the aspect of cultural
competency or indeed the work in New
Zealand re cultural safety is pertinent here
thus included as it assists with answering the
question.
The Rosenberg Self-Esteem Scale
(Rosenberg, 1965; Blascovich & Tomaka,
1993), The General Self-Efficacy Scale
(Schwarzer & Jerusalem, 1995), The
Multidimensional Scale of Perceived
Social Support (Zimet, Dahlem, Zimet, &
Farley, 1988), The Spirituality Index of
Well-Being (Frey, Daaleman, & Peyton,
2005), The Modified Colorado Symptom
Index (Conrad et al., 2001)
Empowerment Scale (Rogers et al. 1997),
self- advocacy scale (PSAS) (Brashers et
al. 1999) adapted for validity as initially
used for HIV suffers
As it was a peer run service with clearer
guidelines on structure for a group to promote
self-management with focus on Recovery
principles. However a trend of selfmanagement groups appears to be appearing.
37 | P a g e
2
Articles exploring the effectiveness of specific interventions harnessed: included papers (continued)
Article
Research
Measurements
Themes
Why included
Pickett, S., Diehl, S., Steigman, P., Prater,
J., Fox, A., Shipley, P., Grey, D., and Cook,
J. (2012) Consumer Empowerment and
Self-Advocacy Outcomes in a Randomized
Study of Peer-Led Education. Community
Mental Health. 48 (4) pp 420-30.
RCT design randomisation with control and
treatment group. Recruitment based on
serious mental illness thus diagnostic,
though participants were not biased to
BRIDGES as part of the criteria was not
having used it.
Empowerment Scale (Rogers et al. 1997),
self- advocacy scale (PSAS) (Brashers et
al. 1999) adapted for validity as initially
used for HIV suffers
Reiteration of BRIDGES as a programme to
promote empowerment and now advocacy.
Focus on peer leads and the social aspect as
well as educational is adding to theme that
such groups should have dual processes.
BRIDGES may be transferable to the UK
Swarbrick. M. (2009) Collaborative
Support Programmes of New Jersey.
Occupational Therapy in Mental Health.
25 (3-4) pp224-38
Mixed methodology with outcome
measures and Participatory Action
Research: Exploratory, descriptive research
study was designed to measure factors
related to the empowerment and
satisfaction of participants involved in New
Jersey peer-operated self-help centres.
This study explored the association
between a peer-operated self-help centre
social environment (in terms of
relationships, personal growth, and system
maintenance and change dimensions) and
two outcomes, participant empowerment
and satisfaction outcome.
Commentary
Self-Help Agency Satisfaction Scale
(SHASS) (Segal et al., 2000), The Making
Decisions Empowerment Scale (MDES),
by a group of consumer activists and
researchers to measure the personal
construct of empowerment as defined by
consumers of mental health services
(Rogers et al., 1997). The Group
Environment Scale (GES) (Moos, 1994,
2002).
BRIDGES, peer instructors with back up either
another peer or from service provider.
Measurement self-created with Likert Scale
approach, need for consistency of delivery.
Flexibility of missing sessions students phoned and
given details of what they missed. Promotion of
self-advocacy re statutory service provision.
Interactions with credible role models—BRIDGES
peer instructors—may have increased intervention
group participants’ confidence in their ability to
discuss treatment options and assert their
opinions with their service providers.
Milieu, social networks, peer led research and peer
facilitated structure. Increased satisfaction with
expression, need for multicultural approach to
promote access. Peer-operated self-help centres
are planned, managed, and staffed by peers and
designed to address the social and emotional
needs of adult peers. They are considered not only
as a complement to traditional mental health
services, but also a possible alternative for people
living with mental illness living in the community.
N/A
Peer support, peer facilitated, eligibility based on
choice, preferences of employment, ongoing
support which is flexible, geographical located
groups not central, employment workshop with
good links with employers, or create own
sustainable groups that pay?
Transferability applicable to service users in
the UK. Though commentary piece, the paper
argues previously used research how
employment may help, therefor peers
assisting employment may assist also.
Commentary
N/A
Self-help through the formularised process led by
service user and coach, holistic health.
The reason for inclusion is the use of coaching
rather than peer leading, this definition gives
more purpose with role. Further it highlights
the need for flexibility in delivery.
Swarbrick. M, Bates. F and Roberts M.
(2009) Peer Employment Support (PES): a
model created through collaboration
between a peer-operated service and
university. Occupational Therapy in
Mental Health. 25(3-4) pp325-34.
Swarbrick, M. (2013) Integrated care:
wellness-oriented peer approaches: a key
ingredient for integrated care. Psychiatric
Services. 64 (8) pp723-6.
Self-help centres though may not be
transferable in name as may appear to sound
statuary, its premise is very relevant to the
question. Balance is need between structure,
purpose but also impulsivity and excitement.
38 | P a g e
3. Articles exploring being a support worker: included papers
Article
Moran. G, Russinova. Z and Stepas. K.
(2012) Toward understanding the
impact of occupational characteristics
on the recovery and growth processes
of peer providers. Psychiatric
Rehabilitation Journal. 35(5) pp376380
Research
Mixed-methods study,
recruitment already
employed peer leads, bias?
Rose. D, Fleischmann. P and Schofield.
P. (2010) Perceptions of user
involvement: a user-led study. Journal
of Social Psychiatry. 56 (4) pp 389-401
Mixed methodology, semistructured interview
schedule. The questionnaire
consisted of mostly closed
questions with some
opportunities for
participants to expand their
answers. Sample lacks
external validity.
Salzer. M, Darr. N, Calhoun. G, Boyer.
W, Loss. R, Goessel. J, Schwenk. E and
Brusilovskiy, E. (2013) Benefits of
Working as a Certified Peer Specialist:
Results From a Statewide Survey.
Psychiatric Rehabilitation Journal. 36
(3) pp 219-21.
Quantitative survey, posted
out to participants, sample
determination is not clear
suggesting convenient or
purposeful, unclear response
rate; suggested higher than
27%, issues of significance if
return rate is below 40%
Measurements
1. Recovery Assessment Scale, a 24-item scale
measuring perceptions of recovery from mental illness
(Corrigan, Salzer, Ralph, Sangster, & Keck, 2004)
2. Empowerment Scale (Rogers, Chamberlin, Ellison, &
Crean, 1997), a 28-item scale measuring five
dimensions of psychological empowerment;
3. Loyola Generativity Scale (LGS; McAdams & de St.
Aubin, 1992; Ochse & Plug, 1986), a 20-item scale
assessing generative concerns of promoting the
development and well-being of others and future
generations
4. Generative Behaviors Scale (Keyes & Ryff, 1998), an
8-item instrument consisting of two subscales
measuring, respectively, provision of emotional
support and provision of unpaid assistance to children,
family, friends, or anyone else during the past month;
5. Posttraumatic Growth Inventory (Tedeschi &
Calhoun, 1996), a 21-item scale assessing the growth in
the aftermath of trauma experiences; and
6. Psychological Well-Being Scale (PWB; Ryff, 1989; Ryff
& Singer, 2006), a 54-item instrument measuring
autonomy, environmental mastery, personal growth,
positive relations with others, purpose in life, and selfacceptance.
N/A
N/A
Themes
For peers, success maybe noted by having
experience, being peers may empower the
individual, occupation, as in doing activities
(emotional support) is the link to
empowerment rather than being at a centre
for example just in case of need.
Why included
Included for it does assist with answering the question
regarding ‘being a peer’, in this case showing that
occupational activities is better than none, this suggests
defining clear roles for those in peer positions.
Activism, about changing services though The research lacks rigour however this is the first paper
participants spoke of improvement over the that examines a service user as an activist, such social
last years. Activists appear more empowered positions appears to empower the person to be more
with information about service user groups. If aware of provision and arguably if not exhibiting extreme
a user is articulate enough to participate in militancy would make positive Peer role models.
change management activities then they are
not ‘representative’ of ordinary users.
Ordinary users are not articulate (but they are
satisfied). Activists cannot speak on behalf of
ordinary users and ordinary users cannot
speak for themselves. In such a discourse, no
service user can have a voice. This may
represent a need for teaching or training?
Increase in confidence and purpose to have The research is unclear on response, however this does add
certification.
to theme that a sense of certification of being a peer adds to
wellbeing, arguable identity with purpose.
39 | P a g e
3
Articles exploring being a support worker: Included Papers Continued
Article
Singer (2011) Managing my life as a
peer support worker Psychiatric
Rehabilitation Journal 35(2) p49-50
Research
Reflective first person
perspective
Measurements
N/A
Walker G. and Bryant, W. (2013) Peer
support in adult mental health
services: A meta-synthesis of
qualitative findings. Psychiatric
Rehabilitation Journal, 36(1)pp 28-34
Meta synthesis using CASP to
assess transferability of
qualitative papers
CASP
Themes
Policy and procedures need to be in place to
support relapse with consideration on the
peer’s dignity and safety for the person and
the group. Supervision is required to assist
in stress reduction, recommendation is not
managerial
supervision
assessing
performance but perhaps in line of Hawkins
and Sohet’s (2006) 7 Eye Process Model as it
considers a counselling approach
Supervision needed, as well as regular pay
and hours yet from the service user
perspective this also requires flexibility.
Why included
Included for it reflects the possibility of relapse of illness for
peers.
Though the article did not come with new findings it again
highlighted the need for peer supervision, pay and regular
hours.
40 | P a g e
4 Articles exploring the impact on mental health: included papers
Article
Research
Measurements
Themes
Why included
Clifton, A., Repper, J., Banks,
D. and Remnant, J. (2013) Coproducing social inclusion:
the structure/agency
conundrum. Journal of
psychiatric and mental health
nursing. 20(6) pp514-524.
Commentary
N/A
Assists carers as well. Focus is on Social inclusion: giving advice, promote hope
through positive social networks, make socially specific dependent on the
community, include cultural aesthetics that is relevant (artistic occupation), be
guided by communities rather than suppose need, no discrimination but consider
also the ethical issues of cultural relativity, is all practices accepted? Those
involved in groups need to be involved its economic running of the groups.
Structure is important, clear induction, mentor flexi time and adapt physical
environment. Ultimately this all adds to self-determination.
Included the paper gives further credence to
already established themes, with more focus
on social inclusion, further the authors are
renowned for their UK speciality in this field.
Connor, S. and Wilson, R.
(2006) It's important that
they learn from us for mental
health to progress. Journal of
Mental Health. 15 (4)pp 46174.
Qualitative study, exploratory
focus group, grounded theory,
convenience/ purposeful sample.
Informed consent
Measurement: Grounded theory
See left
Group attenders addressed needs to be established, Require assessment that
considers aspects other than why they access service provision. information not
using medical language
Focus is on language having commonality, that
those who may engage in 'activities' perhaps
are assessed on aspects other than being a
service user.
Davidson. L, Bellamy, C., Guy,
K. and Miller, R. (2012). Peer
support among persons with
severe mental illnesses: A
review of evidence and
experience. World
Psychiatry. 11(2) pp123–128.
Theoretical commentator
N/A
Paper gives clear policy guidance on peer
mentorship.
Jonikas, J., Grey, D.,
Copeland, M., Razzano, L.,
Hamilton, M., Floyd, C.,
Hudson, W. and Cook, J.
(2013) Improving Propensity
for Patient Self-Advocacy
Through Wellness Recovery
Action Planning: Results of a
Randomized Controlled Trial.
Community Mental Health
Journal. 49 (3) pp260-9
Repper, J. and Carter, T.
(2011) A review of the
literature on Peer support in
Mental Health. Journal of
Mental Health. 20(4) pp392411.
RCT control and intervention
group, many latent variables not
considered.
Patient-Self-Advocacy Scale (PSAS)
(Brashers et al. 1999), Hope Scale
(Snyder et al. 1991), World Health
Organization Quality of Life Brief
Instrument (WHOQOL- BREF),
(Skevington et al. 2004), Brief
Symptom Inventory (BSI) (Derogatis
1993).
1. A clear job description and role/ 2. Utilizing a cross section of mental health
specialists (Statutory and non-statutory, with service users, carers and other
community 'activists') in the hiring of peers with job description/ 3. Identifying
and valuing the unique contributions that peers can make to the programs and
settings where they will work/ 4. Starting with at least two peer staff within any
program, team, or work unit to facilitate their transition to this new role and
giving them the opportunity to share job experiences and provide mutual support
to each other/ 5. Senior administrator is peer champion preferable a peer
initially/ 6. Training that assists peers to share stories to assist others, not to
focus purely on negative historic outcomes and reducing blame/ 7. Supervision/
8. Training to none peers re relevant legislation/ 9. Share successes and learning
WRAP was focused on however it might have been the peer led group that also
assisted, arguable bias towards WRAP.
Literature review. A pluralistic
approach was adopted to include
multiple sources of evidence and
types of data. Published literature
in the field consists largely of
qualitative studies often with
small sample sizes and descriptive
cross-sectional or longitudinal
designs.
See left
Defining peer support needs community relevance, empowerment, social support
and social functioning, empathy and acceptance suggesting counselling type
skills, involvement reduces stigma in finding work, hope for the future is
developed
Included as it guides understanding on paying
peers and how their roles may assist risk
taking, which is a new theme including issues
of accountability though mutuality in risk
taking is noted with peer support.
Cautiously included as the study highlighted
the importance of peer led groups on
advocacy, it is impossible to state that the
intervention’s had bearing due to the study's
design. For example there required a third
intervention group of peer support without
wrap. Additionally the measures may be
useful.
41 | P a g e
4 Articles Exploring Impact on Mental Health: included papers (continued)
Article
Research
Measurements
Themes
Why included
Verhaeghe, M., Bracke, P.
and Bruynooghe, K. (2008)
Stigmatization and selfesteem of persons in
recovery from mental illness:
the role of peer support.
International Journal of
Social Psychiatry. 54 (3): 20618.
Quantitative data analysis from
questionnaires, sample is questionable,
appears to study a population rather than
a sample with external validity as all took
place in Flanders, Belgium.
Dutch translation of
Rosenberg’s self-esteem
scale (Brutsaert, 1993;
Bruynooghe et al., 2003),
Brief Symptom Inventory
(Derogatis, 1993), this was
used to assist stigma
assessment as it is argued
it is correlated with
symptoms, however this
may lack internal validity.
Peer contact is positively linked with clients’ self-esteem. This is consistent with
the view that perceived support from similar others bolsters the self (Thoits,
1985). Peer support could not attenuate the negative link between stigmatization
and self-esteem. A possible explanation could be that stigmatization impedes the
positive effect of social integration among peers. The shame of receiving
professional help for psychological problems is possibly so strong that it obstructs
group formation, however this may have latent variable issues, as the study
occurred in Belgium aspects of 'shame' may differently perceived in communities
let alone cities and countries.
Included as self-esteem work may be needed
with those feeling stigmatized, however the
article considers this to be due to receiving
statutory treatment, this does not correlate
with other themes and should not be
considered as a cause and effect for
participants to engage.
42 | P a g e
5 Articles exploring how to involve peers: included papers
Article
Alberta, A., Ploski, R. and
Carlson, S. (2012) Addressing
challenges to providing peerbased recovery support. Journal
of Behavioral Health Services &
Research. 39(4) pp 481-91.
Research
Commentary
Measurements
N/A
Berry, C., Hayward, M. and
Chandler, R. (2011) Another
rather than other: experiences
of peer support specialist
workers and their managers
working in mental health
services. Journal of Public
Mental Health. 10(4) pp238-49.
Thematic analysis, no external
validity and only interpretive
Interview
Davies, K., Gray, M. and Webb,
S. (2014) Putting the parity into
service-user participation: an
integrated model of social
justice. International Journal of
Social Welfare. 23, pp.119-127.
Commentary
N/A
Duffield, A. (2009) Putting the
'lunatics' in charge of the
'asylum'? Handing over the
keys of power to peer support
volunteers. A Life in the Day.
13 (3) pp41-3.
Commentary piece on a pilot
study by Mind Charity titles
Working Together.
N/A
Hodge, S. (2005) Participation,
discourse and power: a case
study in service user
involvement. Critical Social
Policy. 25 (2) pp 164-79.
Discourse analysis
See left
Themes
The idea of a Recovery bank bundles of recovery based packages to assist peers and service
users, regular meeting to discuss organizational culture/processes with all staff, that tasks are
handed out with equality not based on the most experienced or who works with the governing
organization, there needs to be clear demarcation between statutory services and peer run
services to avoid hierarchal structures and inequality in power, skills are associated with life skills
not severity or type of condition, no specifics on individual friendships, a service refers to those
that attend as all our friends.
1. Professional identity, shared lived experience with difference from statutory professional.
Role needs parity with job spec and interview. Persons needs to have or have been a service
user/ 2. Role of using the strength model/ 3. Expectation: A sense of challenging and activism,
awareness of recovery principles relevant to the community
Why included
Included, though the piece lacks
rigor with external validity, it hones
on the specifics of giving those
facilitating community group’s
support, whilst also reinforcing
already observed themes.
Fraser’s (2001) model of parity of participation challenges undue emphasis on identity-focused
approaches to participation, for example: Participation as social justice/parity of participation/
Capacity for individual and representative notions of participation/ Encompasses aspects of
rights-based and consumerist approaches/ Recognises that single issue of homelessness or
mental illness does not reflect full extent of exclusion/ Emphasises responsibility of authorities
to change, rather than of service users to adapt/ Underestimates centrality of identity to serviceuser perceptions of disparity/Supports examination of complexities and interconnections
between aspects such as poverty and participation/Needs further development to translate to
meaningful/operational actions
Motivation and persistence, anxiety management and training defined as: The peer support
development group already established, then worked with Bromley Mind staff to develop a sixsession introductory peer support training programme, which covered the following areas:
Context and journeys through mental health services/ The role of peer support volunteer and
diversity active listening/ Communication and confidentiality/Dealing with challenging behaviour
and emergencies /Health and safety and supervision/Recovery and community signposting.
Included for this opens up debate
regarding identity which is not as
succinct as may initially appear
Power or the use of it may repeat hospitals for example when visited by officials. Requires clear
separation from statuary services to allow freedom to thrive
Originally this article was to be
omitted as it regards the interface
of statuary services and service user
forum, however the concept of
reintroducing an institutional power
processes is a very important aspect
to consider and there requires clear
equality in decision making and
boundaries from statuary services,
yet also have regular dialogue to
develop care for all.
Though this paper appeared to
relate to statutory services, there is
transferability with non-statutory
workers, however there requires
caution that only 4 people were
interviewed.
Included for it is a UK project
highlighting how training has a
positive effect on Peer involvement.
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5 Articles Exploring How to Involve Peers: included papers (continued)
Article
Kemp, G. (2010) It’s not what
you know but who you know
that's important: The influence
of social networks on
communities. International
Journal of Consumer Studies.
34(3), pp.326-332.
Ley, A., Roberts, G. and Willis,
D. (2010) How to support peer
support: evaluating the first
steps in a healthcare
community. Journal of Public
Mental Health. 9(1) pp 16-25.
Kemp, V. and Henderson, A.
(2012) Challenges faced by
mental health peer support
workers: Peer support from the
peer supporter's point of view.
Psychiatric Rehabilitation
Journal. 35(4), 2012, 337-340.
Newton, A., Beales, A., Collins,
D. and Basset, T. (2013) Service
user leadership: training and
development for service users
to take the lead. Journal of
Mental Health Education and
Practice. 8(3) pp134-140
Research
Interpretative
Phenomenological Analysis
(IPA). Sample is taken from
Bristol showing high external
validity regarding the question.
Measurements
Interpretive
Themes
Interviewees have strong informal social networks; there is a strong sense of generalized
reciprocity, for example a groups helps each other with child care, meals, financial and so forth.
Diversity is limited within the social groupings, for example this may relate to various factors for
example ethnicity and gender. Trust is deemed very important and the disconnection with state
services means lack of trust.
Why included
Included as this gives further
evidence that to involve groups
there requires a need to be specific
to their communities rather than
setting up a service that caters for
all.
Limited information, Ethical
issue is the funding came from
the NHS, spread sample,
researchers spilt to reduce bias
for preference of design.
Quantitative by assessing
numbers of people who
attended workshop were
engaging in peer support, and
qualitative questionnaires
A need for thorough training with review prior to starting a group may increase involvement, by
the original experience gaining social connections and understanding, inspiring hope for success,
however it requires consistency and no false promises as isolation and not being able to practice
causes detrimental and reverses possible hope.
Included for this was a localised
study demonstrating the need for
consistency after training and
training itself.
Nominal group technique (NGT)
is a group process involving
problem identification, solution
generation, and decision
making.
Measurement: None but there
is a process: 1.Introduction and
explanation
2.Silent generation of ideas
3.Sharing ideas 4.Group
discussion 5.Voting/ranking of
votes
Choices if the peer wishes
accreditation, to receive this,
there was need to complete a
reflective essay and learning
log, with marking such
assignments there would need
to be clear guidance and
learning outcomes that didn't
purely focus on critical
thinking, there would need to
be flexibility in presentation,
such as a poster
Using a Nominal Group technique may enhance decision making, it was written by Gustafson
(1975). It assists by (1) Identify elements of a problem situation; (2) Identify elements of a
solution; (3) Establish priorities
Included as it demonstrates
manners of decision making and the
need to clarify role to support peers.
Included as this literature review
has not come across specifics on
developing leadership skills and its
link to supporting peers.
Van Draanen, J., Jeyaratnam, J.,
O’Campo, P., Hwang, S.,
Harriott, D., Koo, M. and
Stergiopoulos, V. (2013)
Meaningful inclusion of
consumers in research and
service delivery. Psychiatric
Rehabilitation Journal. 36(3)
pp180-186.
Appears action based, little
detail on philosophical
underpinning
The training program is for 12 days and completed with a University, topics were equality,
diversity, stigma, discrimination, self-esteem, confidence in situations of high expressed
emotion, meeting skills to presentation skills and knowledge on the service user movement.
Each day regarded skills, knowledge, expertise and personal experiences of the peer supporters
running the session.
Leadership consists of the following:
•
Giving guidance and solid advice to others in need, using learned experience and
understanding.
•
Being a proactive member of society, leading by example, being a shepherd not a
sheep.
•
Leading by example and guiding rather than pushing.
•
Facing your challenges head-on and feeling proud of your accomplishments.
•
Using your personal skills and experience to empower others and give them a voice.
•
Confidence, compassion and personal belief in change where change is needed.
•
Showing initiative.
1. Selection of participants should be purposeful, based on the skills required to perform specific
tasks and should be communicated in advance. Direct service recipients should be included
where possible/ 2. Once a group is selected purposefully, they should be made clearly aware of
their role and expectations/ 3. A coordinating body to support engagement, meaningful
inclusion, and problem solving is invaluable/ 4. Early involvement in a project to maximize
potential contribution and impact is essential/ 5. Regular opportunities to discuss and facilitate
the process of inclusion, from each partner’s perspective, can be helpful/ 6. Motivation may lay
with payment, or this maybe principled in some way/ 7. Apt environment increases access, for
example depends how 'local' who goes and can people relate, similarly to people who may
attend social networking functions regardless of illness/ 8. Leadership is very important to
inspire direction, activism without personal agenda/ 9. Positive support to persist in action is
required/ 10. The allowance of time, not over months but years to see growth and interest.
Case Study
See left
Included for it gives evidence to the
need for policy to be clear on
procedures, rewards or payments
and a process to choose members
that will inspire new comers
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